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Conference publications are an important aspect of research activities. There are generally both oral presentations and poster sessions at large international conferences. One can hypothesise that, for the same conferences, the papers presented in oral sessions should have a higher research impact than the papers presented in poster sessions. However, there has been no related study examining the validity of this hypothesis. In other words, the difference of research impact between papers presented orally or during poster sessions has not been discussed in literature. Therefore, the purpose of this paper is to conduct a citation analysis to compare the research impact of papers presented in oral and poster sessions.

In this paper, data from three leading conferences in the field of computer vision are examined, namely CVPR (2011 and 2012), ICCV (2011) and ECCV (2012). Several types of citation-related statistics are collected, including the number of highly cited papers (i.e. high number of citations) presented in oral and poster sessions, the total citations of both types of papers, the average citations of oral and poster papers, and the average citations of each frequently cited paper of both types.

There are three main findings. First, a larger proportion of highly cited papers are from oral sessions than poster sessions. Second, the average number of citations per paper is larger for those presented in oral sessions than poster sessions. Third, the average number of citations for highly cited papers presented in oral sessions is not necessarily greater than for the ones presented in poster sessions.

The originality of this paper is that it is the first attempt to examine the differences of citation impacts of conference papers presented in oral and poster sessions. The findings of this study will allow future bibliometrics research to further explore this related issue for longer periods and different fields.

This chapter opens up a question central to the mission of the business in society field as it has evolved since the formation of division in the Academy of Management (AOM): What are the (future) distinctive competencies of business in society scholarship? We first empirically demonstrate that core topics to the business in society field, as represented by the Social Issues in Management (SIM) Division of the AOM, are now disseminated broadly throughout the management academy, represented by AOM. We call this dissemination the popularity paradox, because it demonstrates that SIM is not well connected with other divisions, that is, sub-disciplines of management despite that they are now regularly dealing with its core questions. Given that SIM’s (and business in society’s) traditional foci are now widely dispersed, the authors argue that it is time for business in society scholars, with SIM as proxy, to begin tackling new core issues that put growing civilizational threats around sustainability and the consequent need for system change and transformation front and center. In a sense, the authors argue that business in society scholars need to return to their roots of seriously questioning the roles and functions of businesses in society through a critical lens that asks and seeks to answer – today’s emerging new and tough questions, though the questions now emphasize the sustainability of human civilization as we know it.

This research study aimed to collect feedback from the learners on the usefulness and effectiveness of the online counselling sessions organised during COVID-19 lockdown through online platforms to provide academic support to the learners.

The link of a questionnaire designed in a Google Form sent to IGNOU learners of the January 2020 session enrolled under the jurisdiction of IGNOU Regional Centre (RC) Chandigarh through email as well as SMSs. Total responses received were 487, out of which 445 responses were complete, roughly 8% of the total registered learners during the January 2020 session. The questionnaire contained questions on a cross-section of online counselling issues, besides questions on the learners' profile.

Majority of the learners were satisfied with the input provided while organising online counselling sessions during COVID-19 lockdown in India. A significant proportion of learners (88%) used smartphones for attending counselling sessions. Facebook page of the RC rated as a relatively better option than other online platforms. However, more than 50% of learners faced Internet connection problems and found them a significant hurdle for smooth viewing of online counselling sessions. The proportion of learners who encountered difficulties in handling electronic devices was insignificant. The learner's feedback on many attributes such as usefulness and effectiveness of the online counselling sessions, interaction with the academic counsellors, e-content used in the counselling was significantly positive. A significant proportion of the learners have reported that face to face counselling could be replaced with online sessions in future, considering its flexibility in terms of place and schedule of learning and availability of recording of such sessions.

The research study was conducted under Chandigarh region of IGNOU which has a predominantly urban population. Thus the results of the study are limited to Chandigarh region and the region with similar socio-economic settings. This certainly limits the scope of the study.

The study certainly provides valuable feedback to the ODL policymakers to consider replacing face-to-face counselling with an online mode in a phased manner. Online counselling options will be highly cost-effective, easily manageable, and provide flexibility for learners and resource persons, resulting in addressing learners' non-attendance related issues in the face-to-face counselling sessions.

In the analysis of our finding it is clearly stated that the Internet connectivity and availability of electronic devices is an important issue to provide online counselling support to socially and economically disadvantaged groups. Therefore, the research study also identifies such social issues as a major challenge for providing online counselling support to the learners.

This is an original empirical research study and data collected is used in the analysis for the first time. This analysis is based on the feedback gathered from the learners registered at IGNOU RC Chandigarh during the January 2020 session. The data and derived results not used in any other study.

Examines the use of query reformulation, and particularly the use of relevance feedback by users of the Excite Web search engine. A total of 985 user search sessions from a data set of 18,113 user search sessions containing 51,473 queries were examined. Includes a qualitative and quantitative analysis of 191 user sessions including more than one query, to examine patterns of user query reformulation; and second, all 804 user sessions including relevance feedback were examined. Results show limited use of query reformulation and relevance feedback by Excite users – only one in five users reformulated queries. Most relevance feedback sessions were successful. Identifies the most common pattern of searching and discusses implications for Web search system design.

The purpose of this paper is to explore the use of a simulator for teaching programming to foster student engagement and meaningful learning.

An exploratory mixed-method research approach was adopted in a classroom-based environment at a UK university. A rich account of student engagement dimensions (behavioural, affective/emotional, and cognitive) was captured through descriptive and inferential statistical analysis. This was triangulated through reflective and in-depth validation of open-ended questions.

Results show higher behavioural and emotional engagement in simulator-based sessions, but relatively low cognitive engagement when compared with traditional programming sessions. A strong interweaving relationship between these three dimensions is evident in both the traditional and simulator approaches. Therefore, a balanced distribution of the dimensions is recommended for effective planning and delivery of programming sessions.

Student engagement is multidimensional as it includes various internal and external/ecological factors. This study did not consider external factors, such as family and societal influence; it focused on the classroom-based environment.

This study critically examined the use of simulation as a means to foster student engagement in programming sessions. Findings suggest that a balanced activities within the three engagement dimensions can facilitate meaningful learning.

For digital libraries, it is useful to understand how users search in a collection. Investigating search patterns can help them to improve the user interface, collection management and search algorithms. However, search patterns may vary widely in different parts of a collection. The purpose of this paper is to demonstrate how to identify these search patterns within a well-curated historical newspaper collection using the existing metadata.

The authors analyzed search logs combined with metadata records describing the content of the collection, using this metadata to create subsets in the logs corresponding to different parts of the collection.

The study shows that faceted search is more prevalent than non-faceted search in terms of number of unique queries, time spent, clicks and downloads. Distinct search patterns are observed in different parts of the collection, corresponding to historical periods, geographical regions or subject matter.

First, this study provides deeper insights into search behavior at a fine granularity in a historical newspaper collection, by the inclusion of the metadata in the analysis. Second, it demonstrates how to use metadata categorization as a way to analyze distinct search patterns in a collection.

We examine the effects of pre-play communication in an experimental game with conflicting risk-dominant and payoff-dominant equilibria. We find that most players condition their choices on the messages received, and do so in an intuitive way, announcing an intention to play the payoff-dominant action, and choosing the payoff-dominant action if the opponent expresses the same intention. However, a significant minority of players misrepresent their intentions. In some sessions where these players appear, behavior converges to an equilibrium in which subjects misrepresent their intentions and play the risk-dominant equilibrium.

We replicate and extend the social history treatment of the Berg, Dickhaut, and McCabe (1995) investment game, to further document how the reporting of financial history influences how laboratory societies organize themselves over time. We replicate Berg et al. (1995) by conducting a No History and a Financial History session to determine whether a report summarizing the financial transactions of a previous experimental session will significantly reduce entropy in the amounts sent by Investors and returned by Stewards in the investment game, as Berg et al. (1995) found. We extend Berg et al. (1995) in two ways. First, we conduct a total of five sessions (one No History and four Financial History sessions). Second, we introduce Shannon’s (1948) measure of entropy from information theory to assess whether the introduction of financial transaction history reduces the amount of dispersion in the amounts invested and returned across generations of players. Results across sessions indicate that entropy declined in both the amounts sent by Investors and the percentage returned by Stewards, but these patterns are weaker and mixed compared to those in the Berg et al. (1995) study. Additional research is needed to test how initial conditions, path dependencies, actors’ strategic reasoning about others’ behavior, multiple sessions, and communication may mediate the impact of financial history. The study’s multiple successive Financial History sessions and entropy measure are new to the investment game literature.

This chapter explores the challenges and opportunities that teaching and learning in a synchronous online environment pose by examining information literacy (IL) provision at the Open University (OU), which will serve as a case study.

The OU provides distance education. While its flexibility offers more individuals an opportunity to start a course, it can be more challenging to ensure students develop their skills and knowledge and calls for innovative and engaging teaching methods.

The OU Library’s Live Engagement Team runs a program of digital information literacy (DIL) sessions. The team’s online pedagogy is built on retention and success and involves the careful planning, designing and delivering of DIL sessions, creating numerous interactive moments to increase teaching effectiveness.

The virtual enquiry desk allows students to consult library staff synchronously via the library helpdesk’s webchat service, which is delivered 24 hours a day. One of the advantages of this service is that students interact directly by having a dialogue with library staff in which they can ask further questions.

Both services carry out continuous reviews of the ways they operate, innovate and intervene. The chapter provides first-hand experiences of what has worked well in information literacy teaching in synchronous online spaces.

We study a microfounded search model of exchange in the laboratory. Using a within-subjects design, we consider exchange behavior with and without an intrinsically worthless token object. While these tokens have no redemption value, like fiat money they may foster greater exchange and welfare via the coordinating role of having prices of goods in terms of tokens. We find that welfare is indeed improved by the presence of tokens provided that the economy starts out with a supply of such tokens. In economies that operate for some time without tokens, the later surprise introduction of tokens does not serve to improve welfare. We also explore the impact of announced changes in the economy-wide stock of tokens (fiat money) on prices. Consistent with the quantity theory of money, we find that increases in the stock of money (tokens) have no real effects and mainly result in proportionate changes to prices. However, the same finding does not hold for decreases in the stock of money.